No description available.

No description available.

Zugl. Teildr. von: Rom, Pontificia Univ. Salesiana, Diss., 2005

This quantitative, nonexperimental study addressed the gap between research-established benefits and outcomes of social-emotional learning implementation as compared to actual instances of implementation. It has been suggested that social-emotional learning as a systemic initiative is necessary for school health (Elias et al., 2013). Additionally, most educators relay some confidence in the importance of social-emotional learning; however, around half report actual implementation within their school (Atwell & Bridgeland, 2019). Focusing on social-emotional learning as a whole as well as the specificity of use of CASEL SELect programs, the research questions of this study explored differences between implementation and usage, length of implementation, poverty classification, student growth composite (as measure by TVAAS composite), and attendance in elementary schools in Tennessee. There were two significant findings in this study. First, Tennessee elementary schools using a social-emotional learning program that is not CASEL SELect were found to have significantly higher attendance than schools using a CASEL SELect program. Additionally, Tennessee elementary schools classified as Title I were found to be more likely to use a CASEL SELect program than a program that is not CASEL SELect.

Social-emotional learning (SEL) is an essential area of development for adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL) presents a well-researched, broad, conceptual framework for systemic social and emotional learning (CASEL, 2020), which has been used to guide the development and implementation of the proposed pilot. It identifies five competencies of SEL: self-awareness, self-management, social awareness, relationships skills, and responsible decision-making. The CASEL framework also emphasizes the importance of coordinating SEL across key settings and contexts—classroom, schools, families, and communities. Lack of SEL can have suboptimal effects during adolescence and later in life, consequently, impacting occupational engagement. A literature review on SEL found that appropriate SEL programming results in positive outcomes, such as improved school-related attitudes and behaviors, increased academic performance, decreased negative behaviors, and less reports of emotional distress (Durlak et al., 2010, 2011). Additionally, various school-related professions address SEL, however, there is limited evidence of occupational therapy practitioners’ involvement in the literature. Thus, adolescents’ occupational needs relating to SEL may not be being addressed. Play’s significance in developing adolescents’ skills is rooted in SEL. Play “develop[s] physical coordination, emotional maturity, social skills to interact with other children, and self-confidence to try new experiences and explore new environments” (AOTA, 2012, p.1). Dungeons & Dragons® (D&D) is a popular table-top role-playing game, which draws interest from many adolescents and adults. A second literature review found that play interventions for adolescents, and research using D&D appears to be limited. Role for SEL is a play-based intervention group using D&D (5th ed.) developed to promote SEL. In the pilot program, three to five middle-school students will participate in 90-minute after-school sessions, for 10 weeks. Participants will learn how to play D&D, receive explicit instruction on two SEL competencies (self-management and relationship skills) and engage in D&D scenarios and campaigns designed to support development in the relevant SEL areas. The author’s proposed pilot program has the potential to improve adolescents’ SEL and occupational engagement. This doctoral project discusses the case for the proposed pilot program, and presents a detailed overview of Role for SEL.

[pt] A palavra mistério, nascida dentro do ambiente cultual grego, entrou na Sagrada Escritura já nas traduções do Antigo Testamento em relação aos termos râz e sôd, respectivamente, em aramaico e hebraico, recebendo assim uma carga semântica teológica dentro das concepções do Povo da primeira Aliança. Por conseguinte, o Novo Testamento, sobretudo as cartas paulinas, faz um abundante uso do termo mistério. Numa linha progressiva de elaboração do conceito de mistério na Sagrada Escritura, ele é a revelação do plano salvífico de Deus Pai em Jesus Cristo através de etapas sucessivas e concatenadas. A teologia patrística, recebendo da tradição bíblica o conceito de mistério, vai desenvolvê-lo quanto as suas mediações no momento eclesial em quatro direções interdependentes: a História Salvífica, a Igreja, a Palavra de Deus e a Liturgia. Na primeira metade do século XX, em virtude do afastamento da teologia das fontes bíblico-patrísticas, o monge beneditino Odo Casel reintroduzirá na reflexão teológico-litúrgico o conceito de mistério, recuperando seu vigor fontal. Esta recuperação, apesar de sofrer uma série de críticas, paulatinamente vai sendo incorporada nos documentos magisteriais. Neste movimento, a Constituição Dogmática Sacrosanctum Concilium é o documento basilar e paradigmático na reintrodução da teologia do mistério pela Igreja. De fato, as intuições mistéricas dos Padres conciliares recolhidas neste documento vão sendo desenvolvidas nas demais Constituições do Concilio Vaticano II, legando a Igreja de hoje uma fecunda herança para repensar sua prática teológico-pastoral. / [en] The word mystery has had born inside of greek cultual ambience and it has been introduced by the translators in the Holy Scriptures translations from Old Testament in order to translate the words râz and sôd, respectively, in Aramaic and Hebrew idioms, receiving their semantic charge according to First Alliance People faith. Posteriorly, the New Testament, especially the Pauline letters, used widely the word mystery. In the progressive development inside of the Scripture Text, the concept of mystery means the revelation of the God Father salvation plan by Jesus Christ through successive and concatenated stages. The patristic theology, receiving the concept of mystery from biblical tradition, continued developing it as its interdependent mediations in the ecclesial stage: the History of Salvation, the Church, the Word of God and the Liturgy. In the first half of the century XX, because of the distance from theology to biblical and patristic sources, the benedictine monk Odo Casel reintroduced the concept the mystery in the theological and liturgical reflections, recovering its source strength. This recovering, in spite of critical positions, little by little, was incorporated by ecclesial works. In this incorporation, the Constitution on the Sacred Liturgy is the primary and paradigmatic work at reintroducing of the theology of the mystery by the Church. Indeed, council Fathers mysterical insights, written in the Sacrosanctum Concilium, developed on the others Constitution from the Vatican Council II, providing the current church a rich heritage in order to criticize its theological and pastoral practices.

No description available.